L2 LEARNERS’ VOCABULARY DEVELOPMENT IN INCIDENTAL/INTENTIONAL LEARNING CONDITIONS: ROLE OF PERSONALITY TYPES
This study investigated the effect of incidental/intentional learning and the effect of personality types on participants’ vocabulary learning. The sample involved 69 L2 learners. After completing a vocabulary test, they were placed into 2 groups. Both groups had to read 3 texts, with only the inten...
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| Format: | Article |
| Language: | English |
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Faculty of Teacher Training and Education in collaboration with School of Postgraduate Studies
2020-07-01
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| Series: | Indonesian Journal of Learning and Instruction |
| Online Access: | https://journal.uniku.ac.id/index.php/IJLI/article/view/3005 |
| _version_ | 1817986812727001088 |
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| author | Mahmood Hashemian |
| author_facet | Mahmood Hashemian |
| author_sort | Mahmood Hashemian |
| collection | DOAJ |
| description | This study investigated the effect of incidental/intentional learning and the effect of personality types on participants’ vocabulary learning. The sample involved 69 L2 learners. After completing a vocabulary test, they were placed into 2 groups. Both groups had to read 3 texts, with only the intentional group being informed about an upcoming posttest. Some vocabulary activities were provided for the intentional participants, drawing their attention to word meanings. The incidental group, however, was required to answer some comprehension questions. The posttest and Myers-Briggs Type Indicator were administered after the treatment. Results revealed that the intentional group outperformed the incidental one. The only personality dimension found to influence vocabulary learning was extroversion/introversion. It can be suggested that the intention to learn can encourage L2 learners to attend to the meanings of the words. Moreover, the introverts were believed to have higher concentration and problem-solving ability. Results can help L2 teachers reach a better understanding of vocabulary learning. Also, an awareness of L2 learners’ individual differences can help teachers adjust their classes and adopt their materials accordingly.
Keywords: incidental vocabulary learning; intentional vocabulary learning; personality types. |
| first_indexed | 2024-04-14T00:14:15Z |
| format | Article |
| id | doaj.art-5c9afb2d1fd04c7fa8957a85c530e8aa |
| institution | Directory Open Access Journal |
| issn | 2614-8250 2614-5677 |
| language | English |
| last_indexed | 2024-04-14T00:14:15Z |
| publishDate | 2020-07-01 |
| publisher | Faculty of Teacher Training and Education in collaboration with School of Postgraduate Studies |
| record_format | Article |
| series | Indonesian Journal of Learning and Instruction |
| spelling | doaj.art-5c9afb2d1fd04c7fa8957a85c530e8aa2022-12-22T02:23:13ZengFaculty of Teacher Training and Education in collaboration with School of Postgraduate StudiesIndonesian Journal of Learning and Instruction2614-82502614-56772020-07-013110.25134/ijli.v3i1.30051792L2 LEARNERS’ VOCABULARY DEVELOPMENT IN INCIDENTAL/INTENTIONAL LEARNING CONDITIONS: ROLE OF PERSONALITY TYPESMahmood Hashemian0Shahrekord UniversityThis study investigated the effect of incidental/intentional learning and the effect of personality types on participants’ vocabulary learning. The sample involved 69 L2 learners. After completing a vocabulary test, they were placed into 2 groups. Both groups had to read 3 texts, with only the intentional group being informed about an upcoming posttest. Some vocabulary activities were provided for the intentional participants, drawing their attention to word meanings. The incidental group, however, was required to answer some comprehension questions. The posttest and Myers-Briggs Type Indicator were administered after the treatment. Results revealed that the intentional group outperformed the incidental one. The only personality dimension found to influence vocabulary learning was extroversion/introversion. It can be suggested that the intention to learn can encourage L2 learners to attend to the meanings of the words. Moreover, the introverts were believed to have higher concentration and problem-solving ability. Results can help L2 teachers reach a better understanding of vocabulary learning. Also, an awareness of L2 learners’ individual differences can help teachers adjust their classes and adopt their materials accordingly. Keywords: incidental vocabulary learning; intentional vocabulary learning; personality types.https://journal.uniku.ac.id/index.php/IJLI/article/view/3005 |
| spellingShingle | Mahmood Hashemian L2 LEARNERS’ VOCABULARY DEVELOPMENT IN INCIDENTAL/INTENTIONAL LEARNING CONDITIONS: ROLE OF PERSONALITY TYPES Indonesian Journal of Learning and Instruction |
| title | L2 LEARNERS’ VOCABULARY DEVELOPMENT IN INCIDENTAL/INTENTIONAL LEARNING CONDITIONS: ROLE OF PERSONALITY TYPES |
| title_full | L2 LEARNERS’ VOCABULARY DEVELOPMENT IN INCIDENTAL/INTENTIONAL LEARNING CONDITIONS: ROLE OF PERSONALITY TYPES |
| title_fullStr | L2 LEARNERS’ VOCABULARY DEVELOPMENT IN INCIDENTAL/INTENTIONAL LEARNING CONDITIONS: ROLE OF PERSONALITY TYPES |
| title_full_unstemmed | L2 LEARNERS’ VOCABULARY DEVELOPMENT IN INCIDENTAL/INTENTIONAL LEARNING CONDITIONS: ROLE OF PERSONALITY TYPES |
| title_short | L2 LEARNERS’ VOCABULARY DEVELOPMENT IN INCIDENTAL/INTENTIONAL LEARNING CONDITIONS: ROLE OF PERSONALITY TYPES |
| title_sort | l2 learners vocabulary development in incidental intentional learning conditions role of personality types |
| url | https://journal.uniku.ac.id/index.php/IJLI/article/view/3005 |
| work_keys_str_mv | AT mahmoodhashemian l2learnersvocabularydevelopmentinincidentalintentionallearningconditionsroleofpersonalitytypes |